Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 Table 21 Steps involved in conducting a FA To conduct a functional assessment the professional must: 1. Behaviorally define the client’s challenging behavior 2. Review referral form and records 3. Conduct indirect and/or observational functional assessments 4. Evaluate the reliability and validity of the data 5. Develop a functional hypothesis regarding the maintaining variable for the problem behavior 6. Design a functional analysis; indicate advantages and disadvantages of this approach 7. State the ethical issues and considerations for assessment 8. Test hypothesis by implementing functional analysis conditions, and collecting data 9. Graph the data collected, and interpret findings 10. Determine function of the individual’s challenging behavior 11. Design behavior intervention plan based on function of the individual’s problem behavior and other factors (e.g., context, quality of the environment, severity of the problem behavior, people present, resources available, setting, etc.) 12. Select a functionally-equivalent replacement behavior, prevention approaches, active teaching procedures; and reactive procedures for when the problem behavior occurs 13. State the ethical principles and procedures involved in the treatment phase Comprehensively Teaching the Functional Assessment Process Descriptions in the research literature of efforts to teach a comprehensive set of practitioner skills have been few. One early demonstration of a comprehensive training program to teach undergraduate psychology students to provide clinical or in-home consultative services was described by Keeley, Shemberg, and Ferber (1973). This training program involved: (a) content and practice in observing and recording behavior, (b) interventions, and (c) professional and ethical skills. The instructional approach involved lectures, role plays, and problem-solving client cases. The authors report positive results of this program to teach 37 senior-level psychology students how to deliver services to individuals with developmental disabilities and their families; however, no systematic evaluation of the program was performed. In a more recent research evaluation of a comprehensive therapist training program, Chok, Shlesinger, Studer, and Bird (2012) describe a curriculum that involves teaching four components including: (a) conducting FAn sessions, (b) interpreting graphs, (c) responding to undifferentiated data, and (d) designing treatments. Participants completed assignments 80
Instruction in Functional Assessment Chapter 6 and were provided with feedback for answers along with the other knowledge components until mastery was achieved. Training was tailored to the component taught with performance feedback provided to participants when conducting FAn conditions. The researchers used a concurrent multiple-baseline design across participants to evaluate the training program. Participants acquired the skills at a near-perfect accuracy with generalization across training stimuli and 3 month maintenance occurring. Some limitations noted in this study were that participants’ application of procedures to actual client behaviors was not assessed. Additionally, the gamut of clinical skills were not addressed, such as ethical issues, defining target behavior, and identifying a measurement system. Nonetheless, Chok et al.’s (2012) study provides a good example of how a systematic and comprehensive method can be used to teach the complex conglomeration of skills necessary for professionals to apply a FA method. A New Proposed Instructional Approach: Functional Analysis Case-based Training (FACT) FUNCTIONAL ANALYSIS CASE-BASED TRAINING (FACT) may be an effective method to teach a comprehensive set of skills required to perform functional analysis (Desrochers, 2012). A FACT method incorporates a case-based learning approach, role play, simulation, and performance-based feedback as major instructional methodologies to establish and hone college students’ knowledge-base and skills required to implement a FA process. Students are given brief descriptions of cases described in published research to draw upon for realistic and clinically validated approaches to solving an individual’s challenging behavior. Based on primary source material, effective assessment methods and intervention outcomes can be identified and reviewed as a group exercise. Both performing the functional analysis conditions, using role play, and employing the decision-making skills to arrive at an effective behavior intervention plan are practiced by the student in simulated clinically-relevant situations with empirically-validated results. FACT Components The major FACT instructional components embedded in this learning activity include students working collaboratively to solve and re-enact problem situations for individuals in clinical/school/home settings. The case examples are drawn from published research to provide realistic characteristics of individuals and their assessment and treatment data. 81
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The Missing Link: An Introduction t
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©2014 Marcie Desrochers & Moira Fa
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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college students and pre-profession
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessment, 2014a

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